本研究之目的在於應用Weiner之成敗歸因及相關理論，以瞭解高職教師教學成敗歸因及其歸因後情緒反應、教學效能信念與教學信諾感等實際情形，藉供教學實際、行政措施、師資培育等興革之參考。
本研究採比例分層隨機取樣法，抽取1700名公私立高級職業學校專任教師為研究樣本，施以研究者自編之「高級職業學校教師教學生涯調查問卷」為研究工具，藉以蒐集資料，並運用SPSS/PC+套裝程式，經單因子多變項變異數分析、典型相關分析、卡方考驗等統計方法處理分析資料。
本研究結果有下列數項主要發現：
一、公立高職教師比私立高職教師傾向於將教學成功歸因於外在環境，而私立高職教師較傾向學生因素歸因；在教師失敗歸因後情緒反應上，公立高職教師較趨於內在歸因情緒反應，而其教學信諾感高於私立高職教師；另外，公私立高職教師之教學效能信念並無差異。
二、不同類別高職教師之教學成敗歸因、教學成敗歸因後情緒反應亦無差異；在教學效能信念上，商業高職教師高於工商業高職教師，而在教學信諾感方面，工家及工商業高職教師較低。
三、院轄市高職教師較傾向於教學成敗歸因於教師個人因素，而縣鄉鎮高職教師則偏於外在環境因素、激勵教學因素、學生因素之歸因。院轄市高職教師比縣鄉鎮高職教師在教學成功歸因後情緒反應上趨於內在歸因情緒反應；省轄市高職教師之教學效能信念較高，而院轄市高職教師之教學信諾感偏低。
四、女性高職教師較傾向將教學成敗歸因於教師個人因素，男性教師則偏向激勵教學因素歸因。在教學信諾感上，男性教師較女性為高，至於在教學成敗歸因後情緒反應、教學效能信念上則男女性教師並無顯著差異。
五、不同學歷之高職教師在教學成敗歸因及教學成敗歸因後情緒反應上並無差異；在教學效能信念上，師範院校及研究所學歷者較高，而一般大學及師範院校畢業者之教學信諾感較低。
六、年齡愈大之高職教師愈傾向於將教學失敗歸因於教師個人因素，而年齡愈輕者則傾向於激勵教學因素歸因。在教學成敗歸因後情緒反應上，年齡較大者傾向於內在歸因情緒反應，年齡較小者趨於外在歸因情緒反應。在教學效能信念及教學信諾感上，年齡較大者均高於年紀愈輕者。
七、教學年資愈長者愈傾向將教學失鉃歸諸教師個人因素，而年資愈短者則趨向激勵教學因素歸因；在教學成功歸因後情緒反應上，教學年資在五年以上者傾向內在歸因情緒反應，而五年以下者偏於外在歸因情緒反應；另外，教學年資愈長者，其教學效能信念、教學信諾感均較高。
八、擔任農、海事、水產科教學之高職教師在教學失敗歸因上，比任教家事科者傾向於外在環境因素歸因；在教學成敗歸因後情緒反應上，任教不同科目者並無差異。任教家事科教師之教學效能信念高於任教醫護科者；在教學信諾感上，任教普通科目者偏低。
九、教學成敗判斷標準愈高之教師，其教學成敗愈傾向教師個人因素歸因，反之，則偏向激勵教學、外在環境及學生等因素之歸；教學成敗判斷標準愈高者，其教學成敗歸後情緒反應愈趨於內在歸因情緒反應。教學成敗判斷標準愈高者，其教學效能信念及教學信諾感亦愈高。
十、高職教師人格特質較自信自強自立者，較傾向於將教學成敗歸因於教師個人因素，其情緒反應較趨內在歸因情緒反應，而其教學效能信念亦高；另外，獨立性愈高者，其教學信諾感亦愈高。
十一、高職教師將教學成功歸諾外在相關因素者，其教學信諾感低，而將教學失敗歸因於外在相關因素者教學信諾感高。在教學成功歸因後情緒反應趨於外在歸因情緒反應者，教學信諾感偏低，反之，教學失敗歸因後情緒反應傾向外在歸因情緒反應者，教學信諾感高，反之，教學失敗歸因後情緒反應傾向外在歸因情緒反應者，教學信諾感高；此外，教學效能信念愈高者也愈有較高之教學信諾感。
十二、教學成敗歸因、教學成敗歸因後情緒反應與教學效能信念相互間，及前兩者聯合與後者之間皆有顯著的典型相關。
依據上述研究發現，本研究從行政措施、教學實際、輔導配合、師資培訓及進一步研究等方面提出二十四項相關之建議。

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